THIS ARTICLE SHOWS FINDINGS REGARDING THE RELATIONSHIP BETWEEN CIVIC KNOWLEDGE AND THE INTENTION TO REGISTER TO VOTE OF HIGH SCHOOL STUDENTS OF THE COMMUNE OF CONCEPCION, EIGHT REGION OF BIO BIO, CHILE. IT IS A QUANTITATIVE STUDY WITH A CO-RELATIONAL CROSS-SECTIONAL SURVEY DESIGN, AND THE DATA COLLECTION TECHNIQUE USED WAS A QUESTIONNAIRE WITH SELF SUPPLIED CLOSED QUESTIONS. THE DATA WAS PROCESSED WITH THE STATISTICAL PACKAGE SPSS, USING DESCRIPTIVE TECHNIQUES AND PEARSON´S CORRELATION COEFFICIENT. THE RESULTS SHOW THAT THERE IS NO RELATIONSHIP BETWEEN THE VARIABLE CIVIC KNOWLEDGE AND THE INTENTION TO REGISTER TO VOTE, BEING THE VARIABLE CONSENT WITH THE POLITICIANS THE ONE THAT SHOWS THE GREATEST RELATIONSHIP WITH INTENTION TO REGISTER TO VOTE.

DER ARTIKEL UNTERSUCHT HISTORIOGRAPHISCHE NARRATIVE UND PERSPEKTIVEN IN 16 ZWISCHEN 1980 UND 2010 ERSCHIENENEN CHILENISCHEN SCHULBÜCHERN. DIE ANALYSE ZEIGT, DASS BÜCHER AUS DEN 1980ER JAHREN, DER ZEIT DER MILITÄRDIKTATUR IN CHILE, KEINERLEI HISTORIOGRAPHISCHE ELEMENTE ENTHALTEN, WÄHREND SCHULBÜCHER DER 1990ER JAHRE GEORDNETE BERICHTE VON VORGÄNGEN MIT ANSICHTEN VON KONSERVATIVEN GESCHICHTSWISSENSCHAFTLERN VERKNÜPFEN, OHNE DIESE ANSICHTEN KRITISCH ZU REFLEKTIEREN. ERST NACH DEM JAHR 2000 GIBT ES BEWEISE FÜR EINE STEIGENDE TENDENZ, AUCH AKTUELLE HISTORIOGRAPHISCHE ANSÄTZE AUS UNTERSCHIEDLICHEN IDEOLOGISCHEN PERSPEKTIVEN IN SCHULBUCHTEXTEN ZU BERÜCKSICHTIGEN. DER ARTIKEL ENDET MIT EINER DISKUSSION DER BEDEUTUNG DIESER ERGEBNISSE. THIS ARTICLE EXAMINES HISTORIOGRAPHICAL WORK IN CHILEAN SCHOOL TEXTBOOKS. HERMENEUTIC ANALYSIS WAS CONDUCTED ON 16 TEXTBOOKS ISSUED BY A RANGE OF PUBLISHERS BETWEEN 1980 AND 2010 IN ORDER TO ANALYSE THE HISTORIOGRAPHICAL PERSPECTIVES OF THE BOOKS? VARIOUS AUTHORS. THE FINDINGS OF THE ANALYSIS REVEAL THAT TEXTBOOKS FROM THE 1980S, PUBLISHED IN THE PERIOD OF CHILE?S MILITARY DICTATORSHIP, DO NOT INCLUDE ANY HISTORIOGRAPHICAL WORK. TEXTBOOKS FROM THE 1990S INCLUDE ORGANISED ACCOUNTS OF EVENTS WHICH INCORPORATE VIEWS FROM CONSERVATIVE HISTORIANS WITHOUT ANY CRITICAL ANALYSIS. ONLY AFTER 2000 IS THERE EVIDENCE OF AN INCREASING TENDENCY TO INCORPORATE RECENT HISTORIOGRAPHICAL WORK FROM A NUMBER OF DIFFERENT IDEOLOGICAL PERSPECTIVES IN SECONDARY SCHOOL TEXTBOOKS. WE CLOSE THE ARTICLE BY DISCUSSING THE IMPLICATIONS OF THESE FINDINGS.